Experiential Learning Style Theory

Learners may prefer to get their knowledge by directly observing things or by spending quiet time reflecting and thinking about their world.

The processing scale tells how they like to work with information.

Some have a pronounced preference for direct, active experiences and others prefer reflecting and observing.

Both aspects are based on sliding scales, where learners are judged to be more like one end or the other, but few are completely described at either extreme.

Put the scales together in a cross form, and you can categorize learners into four groups based on which ends of the two scales are more applicable.

Divergent learners like to feel and watch.

Try brainstorming, cooperative learning, and imaginative techniques.

Assimilating Learners like to think and watch.

They move from details to larger concepts, so models, experiments and projects are effective.

Converging learners like to think and do.

Use problem solving, application and independent work to teach this group effectively.

Accommodating Learners like to feel and do.

Discovery learning and trial and error techniques can be most effective.

Planning for Learning Styles

Of course, groups of students will contain all of these types of learners.

Furthermore, most people are not clearly at any extreme but rather have tendencies and preferences to one type or another.

Stress, interest, experience and group dynamics can also impact students’ learning styles.

So how does one manage to meet all of these divergent needs within the same classroom and lesson?

The answer is to use a multitude of presentation techniques to help students understand the information and to offer a range of response pathways to cement learning and demonstrate mastery.

Present information with hands-on techniques such as demonstrations or models, use visual prompts and cues like posters, banners, and graphics, lecture while using Smartboard or Powerpoint presentations, and so forth.

Provide practice opportunities and assessment by allowing students to choose from an array of assignments including projects, reports or presentations, problems to solve, webquests, interviews and so forth.

Evaluate student progress by setting goals and objectives for each teaching unit then grading with a rubric-based system.

Useful Websites and Resources

These websites provide additional information about learning styles and how to use the information to design effective lessons.

There are also quizzes and tools to help teachers and students discover more about their personal learning styles.